Big Idea:
The students have had lots of practice ordering numbers 0-10. Now it's time to apply their number knowledge to order larger numbers.

For this part of the lesson, you will need the book Daniel's Dancers, included here along with some Tips in using the book. Make sure the dances are not in order when you read the book to the students.

I gather the students around my big chair. I ask them some questions to help them make a connection to the text. Do you like to dance? Does anyone in our class take dance lessons? Do you know someone who takes dance lessons? Today we are going to read about a special dance teacher. His name is Daniel. Daniel does a great job teaching dance. I think he is pretty good at math too. Let's read our story and find out more about Daniel.

Page 1:Hi! My name is Daniel and I run a dance school. I teach all kinds of dance. I like my dancers to be in order, so I number them from 11-20. (One student asks, why he doesn't number then from 1-10. Another student answer, "Because we know those numbers already!!)

Page 2:Oh no! The hula dancers are not in order. Can you help? I invite a student to come up and move the pieces around to put the dancers in order. We count together to check the student's work.

Page 3: Oh no! The ballet dancers are not in order. Can you help? Another student is invited up with the class checking.

Page 4:Oh no! The break dancers are not in order. Can you help? Same as above.

Page 5:Daniel is such a great dance teacher that EVERYONE wants to come to his school. Speech Bubbles: Sorry!! This is a dance school, not a zoo! Awwww!

Why do you think Daniel would not like animals at his dance studio? I hear many great answers including: animals don't know how to dance, they don't have money...to...they might poop on the dance floor!

Let's work some more on putting numbers into order. Move on over to your SmartBoard Spots.

Resources (2)

Resources

For this portion of the lesson, I use a SmartBoard with the Ordering Numbers 11-20 notebook file. If you have a different type of interactive whiteboard, you can still use this lesson by opening the file in Smart Notebook Express. There is also a PDF of the slides so you can recreate this part of the lesson.

I gather my students in front of the SmartBoard using a system for equitable selection (each student's name on a card).

I open the first slide (SmartBoard Slide 1) with the lesson objective written in "student friendly" terms. There is a content objective and a language objective to help focus on vocabulary expansion for my English Learners (ELs) to be congruent with SIOP instructional techniques. I read these objectives aloud for my students.

Content ObjectiveI can put the numbers 11-20 in order.

Language ObjectiveI can tell a friend if the numbers 11-20 are in the correct order.

We then continue with the rest of the slides.

Slide 2:When I count, I always say the numbers in a certain order. I have the students count with me as I point to the numbers.

Slide 3:If the numbers are in the wrong order, I won't be able to count. 13-14-15-16-18-17 (The students giggle)

Slide 4:We have had a lot of practice putting the numbers 0-10 in order. Now we need to work with bigger numbers. If I am not sure of the number order, I can count or I can look at a number line.

Slide 5:Let's practice putting some numbers in order. I invite four students to come up to the Smartboard and put the numbers in order. We count to check their work.

Slide 6:Can you do these? I invite five students to come up and slide the numbers into place. Again, we count to check their work.

Slide 7:Can you put them in order without any help? I invite students to come up and move the numbers into order.

Slide 8: It is now turn and talk time. Turn and Talk allows my English Learners to practice their academic language with a peer. The students hold hands with their assigned Turn and Talk partner and lift their hands in the air so I can check that everyone has a partner. I ask them the question, My friend put these numbers in order. How did he do? What did he do right and what did he do wrong? I give the students time to talk with their partners. When it is obvious the students are done talking, I invite a student to share. The student says, "They are not in the right order. He has the biggest number first instead of last. He should have started with 11. He is counting backwards." (Wow!!). I say to the class, Brandon is right. When we put numbers in order, we go left to right, just like when we write our names. He started in the wrong spot. The numbers are in the correct order, but because he didn't start in the correct spot, they are backwards.

Resources (2)

Resources

For this part of the lesson, you will need the Hanging Numbers 10-20 printed so that each student has a number. (I have exactly 22 students so I do two sets so I can divide the class into two.) I laminate the cards and punch two holes in the top and attach string so they can be reused.

I divide the class into two groups and give each student a number card. I tell them the two groups must stay separate. I then tell the students, We are going to put the number cards in order. You need to move around until you are in order from 11-20. I want you to think about who would be at the beginning of the line and who would be at the end. When I say "go", you can begin.

I then invite the student to form a line from 11-20. If the students need assistance, I offer coaching, such as...Who should go first, you or you? Should you be at the beginning or the end?

After the students are in order, we double check the order by having the students count off. I then have the students mix up. I take and trade some students between the two groups (a 12 for a 12, a 14 for a 14, etc.) and have the students complete the task again. Again we count off to check our work. The mathematical practice that I integrated into this lesson is MP7-Look for and make use of structure. It is practiced as students look for the pattern in numbers so that they can be ordered correctly.

I collect the hanging signs as we will be using them again for the next lesson. I ask the students to return to their seats for Independent Practice.

Resources (2)

Resources

Give the students a copy of the Ordering Numbers 11-20 Activity sheet and have them write their names at the top of the sheet. I tell the students, "You are now going to show me what you know about ordering numbers 11-20. You will cut the numbers out and order them on the top half of the sheet. When you are done, please raise your hand so your work can be checked before it is glued down."

I circulate around the room while the students are working. The students do quite well on the activity. After I have checked their work, they glue the pieces down and show me the completed project. It then goes in their mailbox to go home.